The present study contributes to understanding how climate change may affect education; likewise, it helps to identify strategies that can be implemented to manage climate risks to education systems.
This literature review was commissioned by ECCN as part of a larger research consultancy, undertaken in partnership with INEE, which aimed to better understand the process of building institutional capacity for conflict sensitive education (CSE) programming
This report argues for increase investment in education in South Sudan, particularly focused on supporting, reinforcing and harnessing its potential to promote gender equality.
The concept ‘triple nexus’ is used to capture the interlinkages between the humanitarian, development and peace sectors. It is important to understand the context behind the triple nexus, before considering some of its critiques and some of the emerging operational challenges of its implementation.
The Global Convention establishes universal principles for fair, transparent and non-discriminatory recognition of higher education qualifications and qualifications giving access to higher education and offering avenues for further study and employment.
This module outlines 3 hours (180 minutes) of training activities and materials related to psychosocial support (PSS) and social and emotional learning (SEL) in emergency contexts. It includes supplementary activities to further understanding of PSS-SEL concepts, for an extended duration of 5 hours (270 minutes).
20 November 2019
INEE Webinar
Inter-agency Network for Education in Emergencies (INEE), International Rescue Committee (IRC), New York University (NYU)
This webinar highlighted the first measures available in the MENAT Measurement Library. Each of these measures were tested in the Middle East, North Africa, and Turkey (MENAT) region, and are accompanied by technical working papers presenting evidence on their validity and reliability, as well as training materials to facilitate their use.
The MENAT CHILD Measurement Inventory was compiled and categorized by NYU Global TIES for Children as a resource for stakeholders interested in identifying additional measures of children’s holistic learning and development (CHILD) which have been used in the MENAT region.
The Student Learning in Emergency Checklist (SLEC) is a self-report survey that was designed to measure adolescents’ sense of safety, self-regulation, self-efficacy, social support, academic functioning, and feelings of hope. It is intended to provide data for program monitoring and evaluation purposes.
In this document, we focus on the assessment of children’s holistic learning and development (CHILD): specifically, the knowledge, skills and attitudes that may both promote and/or prevent children from thriving, now and in the future. We provide a step-by-step decision-making guide for researchers and practitioners interested in using CHILD measures in emergency contexts.
A framework to guide the pledging process for the first Global Refugee Forum and subsequent initiatives to meet the 2030 education commitments of the Global Compact on Refugees
The Early Childhood Behavior Questionnaire - Short (ECBQ-S) is a parent-report survey that was designed to measure toddlers’ emotional and behavioral regulation skills. It is intended to provide data for program evaluation purposes.
This webinar included an introduction and overview of the key elements of the new INEE Guidance Note on Gender. Presentations featured selected highlights from each section of the Guide and Case Studies from Somalia, South Sudan, Mozambique, and Kenya.
In October 2019, Osman Consulting conducted an Education in Emergencies training course, organised and facilitated by UNESCO in Beirut. The training was attended by members of staff from the King Salman Humanitarian Aid and Relief Centre (KS Relief).
The aim of all these reports is to provide an overview of some of the challenges posed by contemporary armed conflicts for International Humanitarian Law; generate broader reflection on those challenges; and outline current or prospective ICRC action, positions, and areas of interest.
The following report discusses the use of Information Communications Technologies (ICTs) to improve access to, quality of, and delivery of secondary education within sub-Saharan Africa. It discusses the policy environment for ICTs in sub-Saharan Africa, their successes, challenges, and lessons learned, and it concludes with a broad and detailed set of recommendations for policy makers, donors, the private sector, designers, and implementers of ICTs in education programs.
This webinar focused on advocating for education for refugees, and covered examples of what strategies have worked and what have not. Presenters talked about their experiences, from local, regional, and national advocacy campaigns to advocacy for refugee education at the global level.
The Academic Readiness of Children in Arabic (ARCH-A) and Turkish (ARCH-T) is a measure that was designed to assess 8 domains of school readiness through a combination of child-completed performance tasks and parent-report survey questions.
This chapter summarizes lessons learned from the implementation of “Learning for Peace” across 14 fragile and post-conflict countries. A theoretical framework for understanding education’s contributions to conflict and peace as well as a monitoring and evaluation framework for assessing its contributions toward social cohesion, will be introduced
SERAIS is a scenario-based student assessment tool that assess different social-emotional skills. The tool introduces children to six hypothetical scenarios and prompts them to answer a series of questions aimed to measure hostile attribution bias, emotion orientation, emotion dysregulation, and interpersonal negotiation strategies.
This webinar, hosted by INEE and Translators without Borders (TWB), discussed language solutions for education in emergencies. Making materials accessible and easy to understand is vital in education in emergencies. This applies to teacher training materials, community engagement campaigns, field guides for humanitarian workers, classroom materials, and much more
The Child PTSD Symptom Scale (CPSS-Sy) is a self-report questionnaire designed to assess the severity of DSM-IV PTSD symptoms in children aged 8-18 years. It was adapted for Syrian children and tested with a Syrian refugee population, aged 8-17 years, living in Lebanon in informal tented settlements.
The We-Act measure is an observation and performance-based assessment designed to assess the extent to which frontline education, child protection, and psychosocial support workers in humanitarian settings have adequate competencies to provide effective support to children.
The International Social and Emotional Learning Assessment (ISELA) is a cost-free, feasible, and adaptable tool that helps us understand the development of self-concept, stress management, perseverance, empathy, relationship management, and conflict resolution in children between 6-12 years.
The UNRWA Department of Education has developed a self-learning programme to facilitate the learning of basic skills and core subject concepts in Arabic, mathematics, English and science. The programme is designed for those children who cannot regularly access school to learn at home or in their communities.
The 2019 Child Protection Minimum Standards handbook is a practical tool for humanitarian actors to join and lead child protection in humanitarian settings.
This curriculum was developed by the IRC and the Women’s Protection and Empowerment programme to equip adolescent girls with key knowledge and skills to help them to reduce, prevent and respond to gender-based violence (GBV).
This manual provides information to assist early childhood programs with making emergency plans to help keep their program, center, or home safe before, during, and after an emergency.
INEE and the Journal on Education in Emergencies (JEiE) hosted an informational webinar on Wednesday, October 2, about submitting and publishing field notes with JEiE.
This new GRN resource provides an overview of copyright and licensing, the benefits of open licenses, guidance on choosing and marking work with open licenses, advice on how to engage stakeholders in selecting an open license, and a review of open license business models and ways to leverage open licenses
Humanitarian action has been a mainly international endeavour, where power continues to lie with donors, UN agencies and large international non-governmental organisations . This led to a call at the World Humanitarian Summit for humanitarian action to be as ‘local as possible, as international as necessary’ inspiring numerous debates and initiatives, including the Grand Bargain. To better inform local humanitarian action, HPG launched a two-year research project in 2017 on capacity and complementarity, of which this is the final report.
With strong global attention focused on how to scale-up multisectoral actions in nutrition leveraging existing platforms, this case study looks at the enabling factors that informed and led to the government’s decision to scale-up nutrition-sensitive actions through Malawi’s ECD platform.
This report explores whether common EiE response patterns- and contextual differences- can be identified in recent and protracted emergency contexts over humanitarian-development response phases. In order to answer this question, this report analyzes seven countries that have been affected by major refugee crises such as the Rohingya, Venezuelan and Syrian refugee crises.
This document details the key discussions, recommendations, and commitments from the Summit, co-hosted by NORRAG, USAID, and the Inter-agency Network for Education in Emergencies (INEE).
GLAD's infographic demonstrates how inclusive education systems for all learners can provide support for learners with disabilities. This infographic reflects the key messages that were developed in 2018 by the IEWG.
This Think Piece aims to locate this humanitarian-development nexus within the education sector, and to identify opportunities for key partners to seize the momentum around this nexus, particularly with regard to learners, teachers, national education system actors affected by forced displacement.
This report tells the stories of some of the world’s 7.1 million refugee children of school age under UNHCR’s mandate. In addition, it looks at the educational aspirations of refugee youth eager to continue learning after secondary education, and highlights the need for strong partnerships in order to break down the barriers to education for millions of refugee children.
This update of UNHCR’s 2012-2016 Refugee Education Strategy aims to ensure that refugees are increasingly accounted for in education sector planning goals and action plans.
In this article, we introduce some of the key tenets of Paulo Freire’s pedagogical vision of education for peace, social justice and democracy, and some limitations in terms of its application. In doing so, we aim to demonstrate its relevance and importance to conflict-affected contexts.
This policy brief brings together evidence from the Humanitarian Education Accelerator (HEA) and learnings from HEA grantees on government engagement for scaling humanitarian education innovations.
This policy brief brings together learnings from the Humanitarian Education Accelerator (HEA) External Evaluation Firm, American Institutes for Research (AIR), on the challenges and potential solutions for conducting rigorous research in humanitarian and crisis settings.
This is the first volume of the NISSEM Global Briefs, a collection of peer-reviewed essays from over 60 contributors of standing within the field of education. At the junction of SDG Target 4.7, SEL, and education in post conflict and low-resource settings, the NISSEM global briefs are a key resource for current research and practice.
This package of materials incorporates the most recent scientific findings on early childhood development and identifies critical caregiving skills that are necessary to boost growth and integral development of young children.
